The COVID-19 pandemic introduced widespread disruption, fundamentally altering the environments in which children develop. Social development, the process through which a child learns to interact with others and understand social rules, requires consistent interaction with peers and adults outside the immediate family unit. Public health measures, such as school closures, remote learning, and physical distancing, significantly reduced these opportunities for millions of children. This global shift led to observable changes in how children of all ages acquired and practiced social and emotional competencies.
Foundational Impacts on Early Childhood Social Skills
The most profound social learning disruptions occurred in children from infancy through preschool (ages zero to five), a period when foundational social skills are rapidly established. During this window, children learn social reciprocity and how to decode nonverbal communication by observing full facial expressions during routine interactions. The widespread use of face masks by caregivers and teachers obstructed the lower half of the face, potentially impairing the ability of young children to consistently observe the subtle movements accompanying speech and emotional expression.
This limited visual information complicated social referencing, where a child looks to a trusted adult’s reaction to interpret a new situation. Although some research suggests toddlers adapted quickly to infer emotions from the visible eye region, the reduction in exposure to non-familial faces may have delayed the acquisition of certain emotional decoding skills. Isolation also led to fewer opportunities for spontaneous peer interaction, which is the primary context for developing language acquisition and the ability to share and take turns.
Prolonged time spent exclusively with immediate family resulted in heightened separation anxiety when young children transitioned to structured settings like daycare or kindergarten. After limited interaction with non-familial adults and peers, children showed increased difficulty adapting to these new environments. Parents reported a decline in their children’s prosocial behavior following the lockdown period, underscoring the impact of reduced social practice. This delay in social adaptation was particularly notable in five-year-old children who participated in online education compared to their in-person peers.
Disruptions to Peer Dynamics in School-Age Children
For school-age children (ages six to twelve), the most significant impact stemmed from the disruption of the structured social environment of the classroom and playground. These settings are where children learn implicit social rules, such as hallway etiquette, joining group games, and resolving minor conflicts without adult intervention. Remote learning eliminated these organic opportunities for social practice, replacing them with scheduled video calls.
The loss of these implicit learning moments meant children missed out on daily micro-interactions that reinforce group norms and emotional regulation skills. Upon returning to in-person school, educators noted challenges with emotional regulation and frustration tolerance in group settings. Children struggled to manage disagreements, lacking the practiced strategies for compromise and communication refined through repeated exposure.
The replacement of in-person socialization with increased screen time influenced communication skills, as digital interactions lack the complexity of nonverbal cues necessary for face-to-face exchanges. This reliance on digital communication may have contributed to a lack of patience in conversation and difficulty interpreting tone or intent during in-person interactions. Studies showed that many parents reported the pandemic negatively affected their school-age child’s social skills development, with some impacts persisting after the return to normalcy.
Isolation and uncertainty contributed to a rise in social anxiety related to large group settings or initiating new friendships post-lockdown. Surveys indicated that many parents reported their children felt concern or anxiety about returning to school after remote learning. This heightened anxiety was observed across various age groups, demonstrating that the extended period of isolation had a lasting effect on children’s comfort level in public and peer environments.
Strategies for Fostering Social-Emotional Recovery
Parents and caregivers can proactively support a child’s social-emotional recovery by consistently creating structured social opportunities. Arranging playdates, enrolling children in group activities, and participating in extracurricular programs provide low-stakes environments for practicing social competence. These activities allow children to re-engage with peers, relearn group dynamics, and practice skills like sharing, negotiation, and cooperation.
A beneficial approach involves actively teaching emotional literacy by helping children identify and name their feelings. Techniques such as creating an emotional check-in station or using visual aids can give children the vocabulary to express complex internal states. Practicing conflict resolution scenarios through role-playing or storytelling allows children to safely explore different ways to handle frustration and disagreement.
Parental modeling of healthy social interactions and coping mechanisms serves as a powerful teaching tool for children of all ages. By openly discussing their own feelings, demonstrating effective stress management, and maintaining positive social connections, adults provide a clear blueprint for navigating social challenges. This modeling normalizes the experience of difficulty and shows that coping is a continuous process.
It is important to create safe and non-judgmental spaces where children feel comfortable discussing any social anxiety or frustration they may be experiencing. Encouraging open communication, validating their feelings, and actively listening to their concerns provides the emotional security necessary to build resilience. For younger children, this might involve using play to process events, while older children benefit from dedicated time for conversation.